Search Results (729)

This article examines training itineraries for early childhood education professionals in Portugal, focusing on promoting social and human development through music and the arts for infants. The training models discussed are categorized as short-term and long-term, encompassing both theory and practice through a transdisciplinary approach. Based on initiatives promoted by the Companhia de Música Teatral (CMT) and the Education and Human Development Group of the Centre for the Study of Sociology and Musical Aesthetics (CESEM) at NOVA University Lisbon, the article highlights projects such as: (i) Opus Tutti and GermInArte, developed between 2011 and 2018; (ii) the Postgraduate Course Music in Childhood: Intervention and Research, offered at the University since 2020/21, which integrates art, health, and education, promoting collaborative work between professionals; and (iii) Mil Pássaros (Thousand Birds), developed since 2020, which exemplifies the integration of environmental education and artistic practices. The theoretical basis of these training programs combines neuroscientific and educational evidence, emphasizing the importance of the first years of life for integral development. Studies, such as those by Heckman, reinforce the impact of early investment in children’s development. Edwin Gordon’s Music Learning Theory and Malloch and Trevarthen’s concept of ‘communicative musicality’ structure the design of these courses, recognizing music as a catalyst for cognitive, emotional, and social skills. The transformative role of music and the arts in educational and social contexts is emphasized, in line with the Sustainable Development Goals of the 2030 Agenda, by proposing approaches that articulate creation, intervention, and research to promote human development from childhood onwards. Full article

Artificial intelligence has taken a seat at the executive table and is threatening the fact that human beings are the only ones who should be in a position of power. This article gives conjectures on the future of leadership in which managers will collaborate with learning algorithms in the Neural Adaptive Artificial Intelligence Leadership Model, which is informed by the transformational literature on leadership and socio-technical systems, as well as the literature on algorithmic governance. We assessed the model with thirty in-depth interviews, system-level traces of behavior, and a verified survey, and we explored six hypotheses that relate to algorithmic delegation and ethical oversight, as well as human judgment versus machine insight in terms of agility and performance. We discovered that decisions are made quicker, change is more effective, and interaction is more vivid where agile practices and good digital understanding exist, and statistical tests propose that human flexibility and definite governance augment those benefits as well. It is single-industry research that contains self-reported measures, which causes research to be limited to other industries that contain more objective measures. Practitioners are provided with a practical playbook on how to make algorithmic jobs meaningful, introduce moral fail-safes, and build learning feedback to ensure people and machines are kept in line. Socially, the practice is capable of minimizing bias and establishing inclusion by visualizing accountability in the code and practice. Filling the gap between the theory of leadership and the reality of algorithms, the study provides a model of intelligent systems leading in organizations that can be reproduced. Full article

As artificial intelligence (AI) technology becomes increasingly widespread in organizations, its impact on individual employees’ psychology and behavior has garnered growing attention. Existing research primarily focuses on AI’s effects on organizational performance and job design, with limited exploration of its mechanisms influencing individual employees, particularly in the critical area of risk-taking behavior, which is essential to organizational innovation. This research develops a moderated mediation model grounded in social cognitive theory (SCT) to explore how AI usage affects the willingness to take risks. A three-wave longitudinal study collected and statistically analyzed data from 442 participants. The findings reveal that (1) AI usage significantly enhances employees’ willingness to take risks; (2) self-efficacy serves as a partial mediator in the connection between AI usage and the willingness to take risks; and (3) learning goal orientation moderates both the relationship between AI usage and self-efficacy, as well as the mediating effect. This research enhances our understanding of AI’s impact on organizational behavior and provides valuable insights for human resource management in the AI era. Full article

In the digital era, understanding the intention to use generative AI is critical, as it enhances productivity, transforms workflows, and enables humans to focus on higher-value tasks. Drawing upon the unified theory of acceptance and use of technology (UTAUT) and the technology threat avoidance theory (TTAT), this research integrates perceived AI literacy into the AI acceptance–avoidance framework as a central variable. This study gathered 583 valid survey responses from China and validated its model using a dual-phase, combined method that integrates structural equation modeling and artificial neural networks. Research findings indicate that the model explains 51.6% of the variance in generative AI usage intention. Except for social influence, all variables within the extended framework significantly impact the usage intention, with perceived AI literacy being the strongest predictor (β = 0.33, p < 0.001). Additionally, perceived AI literacy mitigates the adverse effect of perceived threats on the intention to use AI. Practical implications suggest that enterprises adopt a tiered strategy, as follows: maximize perceived benefits by integrating AI skills into reward systems and providing task-automation training; minimize perceived costs through dedicated technical support and transparent risk mitigation plans; and cultivate AI literacy via progressive learning paths, advancing from data analysis to innovation. Full article

Housing sustainability is a cornerstone element of sustainable economic and social development. This is particularly true for China, where high-rise residential buildings are the primary form of housing. In recent years, China has experienced frequent housing-related accidents, resulting in a significant loss of life and property damage. This study aims to identify the key factors influencing housing sustainability and provide a basis for the prevention and control of housing-related safety risks. This study has developed a housing sustainability evaluation indicator system comprising three primary indicators and 16 secondary indicators. This system is based on an analysis of the causes of over 500 typical housing accidents that occurred in China over the past 10 years, employing research methods such as literature reviews and expert consultations, and drawing on the analytical frameworks of risk management theory and system safety theory. Subsequently, the NK-SNA model, which significantly outperforms traditional models in terms of adaptive learning and optimization, as well as the explicit modeling of complex nonlinear relationships, was used to identify the key risk factors affecting housing sustainability. The empirical results indicate that the risk coupling value is correlated with the number of risk coupling factors; the greater the number of risk coupling factors, the larger the coupling value. Human misconduct is prone to forming two-factor risk coupling with housing, and the physical risk factors are prone to coupling with other factors. The environmental factors easily trigger ‘physical–environmental’ two-factor risk coupling. The key factors influencing housing sustainability are poor supervision, building facilities, the main structure, the housing height, foundation settlement, and natural disasters. On this basis, recommendations are made to make full use of modern information technologies such as the Internet of Things, big data, and artificial intelligence to strengthen the supervision of housing safety and avoid multi-factor coupling, and to improve upon early warnings of natural disasters and the design of emergency response programs to control the coupling between physical and environmental factors. Full article

As digital transformation progresses, schools are increasingly confronted with psychosocial challenges such as technostress, digital overload, and unequal participation in digital (learning) environments. This article investigates the conceptual relevance of digital well-being for school development, particularly in relation to social inequality. Despite growing attention, the term remains theoretically underdefined in educational research—a gap addressed through a theory-driven review. Drawing on a systematic search, 25 key studies were analyzed for their conceptual understanding and refinement of digital well-being, with a focus on educational relevance. Findings suggest that digital well-being constitutes a multidimensional state shaped by individual, media-related, and socio-structural factors. It emerges when individuals are able to successfully manage the demands of digital environments and is closely linked to digital inequality—particularly in terms of access, usage practices, and the resulting opportunities for participation and health promotion. Since the institutional role of schools has thus far received limited attention, this article shifts the focus toward schools as key arenas for negotiating digital norms and practices and calls for an equity-sensitive and health-conscious perspective on school development in the context of digitalization. In doing so, digital well-being is repositioned as a pedagogical cross-cutting issue that requires coordinated efforts across all levels of the education system, highlighting that equitable digital transformation in schools depends on a critical reflection of power asymmetries within society and educational institutions. The article concludes by advocating for the systematic integration of digital well-being into school development processes as a way to support inclusive digital participation and to foster a health-oriented digital school culture. Full article

This perspective article comments on the four articles within the Social Sciences Special Issue on ‘Systemism and International Studies’ within the broader scholarly and pedagogical context of the discipline. The special issue contributors successfully demonstrate applications of systemism across distinct fields, bringing expert perspectives to graphic design. We identified numerous contributions in theory building and refinement, active learning pedagogy, collaboration within and across disciplines, and partnership among policymakers and scholars. Limitations and obstacles, such as the lack of visual layering and the learning curve for systemist notation, are also noted. This commentary unfolds in four sections: an introduction providing an overview, an analysis of current dynamics highlighting strengths and weaknesses, an exploration of future opportunities and challenges, and a conclusion synthesizing the contributions of the four works. Full article

With the rise in short-term intercultural mobility programs, enhancing students’ adaptive capacity through structured experiential learning has become a key concern. Using constructivist grounded theory, this study draws on extending the situated learning and embodied cognition theories as analytical frameworks to explore international students’ cross-cultural adaptation within the context of study tours. It develops a three-phase framework (pre-departure, on-site immersion, and post-tour reflection) to trace their transition from cultural distance to adaptation. The findings reveal that the process through which international students shift from cross-cultural distance to multidimensional adaptation can be further accelerated by environmental settings, situational behaviors, and short-term emotional responses within study tour contexts. Moreover, culture-led and nature-led environments evoke distinct patterns of participation and emotional responses, facilitating varying degrees and dimensions of adaptation across psychological, social, and cultural domains. The study extends situated and embodied learning perspectives by conceptualizing study tours as dynamic, context-sensitive learning sites. By considering adaptation processes context-dependent, this study deepens the understanding of how learning, emotion, and environment interact to shape intercultural development and offers practical insights for designing responsive, stage-sensitive study tour programs. Full article

This study investigates the development of cognitive, emotional, and social skills in pre-service teachers through extracurricular activities, addressing 21st century challenges in preparing educators for diverse learning environments. It was hypothesized that extracurricular activities would positively influence cognitive skills (self-efficacy, self-regulation), emotional dimensions (professional interest), social competencies (teacher–student relationships), and academic achievement. This study employed predictive correlational methodology based on an integrated theoretical framework combining Social Cognitive Theory, Self-Determination Theory, Self-Regulation Theory, and Interpersonal Relationships Theory within formal–informal learning contexts. A psychometrically robust instrument (“Scale on the Contribution of Extracurricular Activities to Professional Development”) was developed and validated through exploratory and confirmatory factor analyses, yielding a five-factor structure with strong reliability indicators (Cronbach’s α = 0.91–0.93; CR = 0.816–0.912; AVE = 0.521–0.612). Data from 775 pre-service teachers (71.1% female) across multiple disciplines at a Turkish university were analyzed using structural equation modeling (χ²/df = 2.855, RMSEA = 0.049, CFI = 0.93, TLI = 0.92). Results showed that extracurricular participation significantly influenced self-efficacy (β = 0.849), professional interest (β = 0.418), self-regulation (β = 0.191), teacher–student relationships (β = 0.137), and academic achievement (β = 0.167). Notably, an unexpected negative relationship emerged between self-efficacy and academic achievement (β = −0.152). The model demonstrated strong explanatory power for self-efficacy (R² = 72.8%), professional interest (R² = 78.7%), self-regulation (R² = 77.2%), and teacher–student relationships (R² = 63.1%) while explaining only 1.8% of academic achievement variance. This pattern reveals distinct developmental pathways for professional versus academic competencies, leading to a comprehensive practical implications framework supporting multidimensional assessment approaches in teacher education. These findings emphasize the strategic importance of extracurricular activities in teacher education programs and highlight the need for holistic approaches beyond traditional academic metrics, contributing to Sustainable Development Goal 4 by providing empirical evidence for integrating experiential learning opportunities that serve both academic researchers and educational practitioners seeking evidence-based approaches to teacher preparation. Full article

Science teachers continue to face decreased motivation, lower achievement levels, and decreased enrollment in post-secondary science programs. Teachers ask themselves this question: How do I motivate my students to achieve? Student-centered pedagogies, such as an in-depth pedagogy informed by Self-Determination Theory, can improve students’ motivation by addressing students’ basic psychological needs for autonomy, competency, and relatedness. Problem-based learning presents students with relevant situations and actively engages them in developing plausible solutions to problems. Environmental sustainability encompasses issues concerning our ecological and social environments. Teachers can focus on these issues to develop authentic problem-based learning units that offer a student-relevant pathway to improve motivation and scientific literacy. We propose a pedagogical framework, drawing on Self-Determination Theory, to promote students’ motivation to engage keenly with environmental sustainability education through problem-based learning. This framework is designed for secondary science classrooms to inform science teachers’ pedagogical practice. Full article

This study aimed to explore how social media usage influenced both parent and adolescent mental health and social identity during and after the COVID-19 pandemic through the theoretical foundational lens of social comparison theory. In-depth interviews with 24 mothers of adolescent children (ages 10–19) were conducted to address the research questions. Qualitative thematic analysis of the interview transcripts revealed eight emerging themes: (1) learning and entertainment, (2) maternal fears related to content binging and cyberbullying, (3) finding connection and comfort through social media during the pandemic, (4) ongoing digital care work as lasting maternal labor, (5) iterative dialogue: platform restrictions and content curation boundaries, (6) upward and downward social comparison, (7) fear of missing out (FoMO), and (8) third-person perception (TPP). The findings show that mothers perceive social media usage as either beneficial or harmful among adolescents (their children); upward and downward social comparison via social media exhibits more dynamic mechanisms. Moreover, this study enhances our theoretical understanding by linking social media usage to social identity, social comparison, and mental health during a global health crisis. Full article

This study presents the redesign of a career development course at a science and technology university in Taiwan aimed at enhancing student engagement and employability through blended and cooperative learning strategies grounded in constructivist and social constructivist learning theories. Using a qualitative, practitioner-led case study approach, data were collected from 94 students, including interviews with 16 participants, reflective logs, group worksheets, and classroom observations. Thematic analysis identified four key outcomes: (1) strengthened student–teacher interaction through collaborative group work, (2) enhanced self-efficacy via simulated interviews, (3) increased career motivation through real-world exposure, and (4) deeper reflection supported by digital tools. Findings suggest that integrating experiential, collaborative, and technology-enhanced pedagogies can promote meaningful engagement and transferable skill development in applied higher education. Full article

Employees’ green voice behavior (GVB), as a specific category of extra-role green behavior, plays a vital role in promoting a firm’s sustainable development. However, its underlying mechanism has not been sufficiently explored. Drawing on social learning theory (SLT), this study proposes a research model that examines the indirect influence of environmentally-specific transformational leadership (ESTFL) on GVB via psychological empowerment (PE) and ecological reflexivity (ER) as well as the moderating role of person-supervisor value congruence (PSVC). To achieve the research goals, we conducted a two-wave online survey via the convenience sampling method to collect data from 530 employees and 106 direct supervisors working in the manufacturing, hospitality and service, energy production, construction, transportation, information and communication, and finance industries in China. Regression analyses and CFA based on SPSS and Mplus were employed to test and validate the research model. Our findings show that PE and ER both partially mediated the positive association between ESTFL and GVB. Moreover, PSVC moderated the mediating effects of ESTFL on GVB via PE and ER. This study advances empirical research regarding how leadership impacts GVB by revealing dual cognitive mechanisms and identifying its boundary condition. It also offers managerial implications for leaders and enterprises in China to promote employees’ GVB and improve sustainable management. Full article

Background/Objectives: In contemporary nursing education, clinical competence and psychological resilience are both essential; however, they are often treated as separate outcomes. Clinical placements are a central component of nursing education, and often expose students to high levels of stress, emotional challenges, and complex clinical demands. Building both clinical competence and psychological resilience during this phase is crucial to preparing students for the realities of professional practice. This narrative review, grounded in Bandura’s social cognitive theory (SCT), explores how educator behaviors, teaching strategies, and learning environments interact to influence both domains in undergraduate nursing students. Methods: A comprehensive search was conducted in PubMed, CINAHL, and PsycINFO for peer-reviewed articles published between 1 January 2000 and 2 May 2025. Relevant studies were thematically analyzed and were guided by Bandura’s SCT constructs, including observational learning, self-efficacy, and reciprocal determinism. No formal study appraisal was conducted due to the narrative nature of the review. Findings: Nineteen studies were included in the review. The findings highlight that reflective practices, structured feedback, peer learning, and strategies to build self-efficacy are central to building resilience and competence. Supportive educator behaviors such as mentoring, emotional support, and professional role modeling, were strongly associated with increased student confidence, emotional regulation, and adaptability. Psychologically safe clinical learning environments further enhanced self-efficacy and active engagement. In contrast, unsupportive or inconsistent environments were linked to student stress, disengagement, and reduced performance. Conclusions: This review highlights the need to move beyond traditional competency-based models toward an integrated approach that equally values psychological preparedness and resilience. Findings suggest a shift toward emotionally and socially integrated clinical education. Full article

Generative artificial intelligence (GAI) is emerging as a disruptive force, both economically and socially, with its use spanning from the provision of goods and services to everyday activities such as healthcare and household management. This study analyzes the enabling and inhibiting factors of GAI use in Spain based on a large-scale survey conducted by the Spanish Center for Sociological Research on the use and perception of artificial intelligence. The proposed model is based on the Theory of Planned Behavior and is fitted using machine learning techniques, specifically decision trees, Random Forest extensions, and extreme gradient boosting. While decision trees allow for detailed visualization of how variables interact to explain usage, Random Forest provides an excellent model fit (R² close to 95%) and predictive performance. The use of Shapley Additive Explanations reveals that knowledge about artificial intelligence, followed by innovation orientation, is the main explanatory variable of GAI use. Among sociodemographic variables, Generation X and Z stood out as the most relevant. It is also noteworthy that the perceived privacy risk does not show a clear inhibitory influence on usage. Factors representing the positive consequences of GAI, such as performance expectancy and social utility, exert a stronger influence than the negative impact of hindering factors such as perceived privacy or social risks. Full article